The Relationship Between Transformational and Transactional Leadership and School Improvement Outcomes

Abstract

This study examined the nature of the relationship between transformational and transactional leadership and the nature of the relationships between specified school outcomes and the constructs of transformational and transactional leadership. Two forms of analysis with different underlying structural assumptions, canonical analysis and partial least squares path analysis, were applied to an empirically derived data set to yield two path models. It was argued that the comparison of these two models provided evidence for the positive, relational nature of the link between transformational and transactional leadership. The influence of leadership on school improvement outcomes was discussed in the light of these findings.

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